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Assessment – An Integral Part of RTI Weighing cows wont make em fatter … just as, assessing children will not increase student learning!

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Presentation on theme: "Assessment – An Integral Part of RTI Weighing cows wont make em fatter … just as, assessing children will not increase student learning!"— Presentation transcript:

1 Assessment – An Integral Part of RTI Weighing cows wont make em fatter … just as, assessing children will not increase student learning!

2 Module 1 Model Tier 1 Framework Review

3 Purpose of Training Modules RTI is not a program; RTI is a process State provides a framework and process –Through regulations –Through professional development –Through technical assistance District/School develops unique implementation –RTI implementation must take into consideration unique characteristics of local culture –RTI should build on existing systems/initiatives District Leadership –Diversity in contribution/input/skills –Distribution in workload –Everyone is knowledgeable and supportive –Share framework and provide guidance for school implementation

4 Tier 1 All Students, All Staff, All Settings, All Year ? ? ? ? ? ? ?

5 Why Focus on Tier 1? Federal Law and State Regulations must ensure –student has received quality instruction –need for intervention is not due to poor/inconsistent/ or lack of core instruction Research/Previous RTI Implementation –Spend Sufficient time on Tier 1 – Quality Instruction - before implementation of Interventions Most IMPORTANT RTI Component

6 RTI Framework Where have we been? –Established District Leadership Team –Overview of RTI –Needs Assessment of District and School Level Implementation –Tier 1 Framework Where are we going? –Assessment Framework Assessments (December) Data Management (December) Data Analysis (February) Team Problem Solving (February) –Interventions (April) –SLD Determination (TBD) –Secondary Focus ( )

7 Assessment In The 3 Tier Model RTI Module II Delaware Department of Education

8 Purposes of Assessment in RTI To inform instruction To provide early intervention To monitor progress at the student, class, school, and district levels To evaluate instructional programs/strategies

9 Objectives for the Day T o identify ways to implement a comprehensive assessment plan To develop an understanding of screening, progress monitoring, diagnostic, and outcome assessments To identify the critical components of reading, math, early childhood, and behavior as related to assessment

10 Objectives for the Day (Continued) To evaluate current assessment tools To review available assessment tools To develop an understanding of a data management system

11 Leadership is Key

12 Questions?

13 Assessment is the collection of data to make decisions. (Salvia & Ysseldyke, 1997) It is useless if we do not use it to guide our actions.

14 Tier I: Classroom/All Students - Core Class Instruction Tier II: Students not responding to Tier I efforts – group interventions, Specialized Research- based Interventions Tier III: Students not responding to Tier I or II interventions – Sustained Intensive Small Group & Individual Interventions Possible Special Education Identification for non-responders of Tier III interventions ~80% of Students ~ 15 % ~5% Three Tiered Model possible Special Services Increasing Support

15 Assessment in a 3 Tier RTI Model Tier I /Core Instruction Universal Screening Progress Monitoring Diagnostic Outcome

16 Assessment in 3 Tier RTI Model Tier III Progress Monitoring Diagnostic Assessment Tier II Progress Monitoring Diagnostic Assessment Tier I /Core Instruction Universal Screening Progress Monitoring Diagnostic Outcome

17 Comprehensive Assessment Plan Universal Screening Progress Monitoring Diagnostic Testing Outcome Testing Data Management System

18 Where Should the Assessment Go? Universal Screening Progress Monitoring DiagnosticOutcome

19 Which Assessment Term? The assessment should measure the critical skills/components of the subject area it is assessing. The assessment should yield similar scores if students were tested on a different day, by a different tester, or on a minimally different set of items.

20 Which Assessment Term? The appraisal of student progress by using materials and procedures directly from the curriculum taught. A simple set of procedures for repeated measurement of student growth toward long range instructional goals.

21 Which Assessment Term? A specific criterion level of skills specified as an indication of an acceptable proficiency or mastery A test used to determine the overall developmental level of a child with respect to other students

22 Which Assessment Term? An assessment that provides information about student progress in order to make mid- course corrections or improvements to instruction. The final assessment, usually quantitative in practice, of the degree to which the goals and objectives of a program have been attained.

23 Tier I: Universal Screening ( NASDSE, 2005) Universal Screening (of ALL students) occurs at least three times per year. Beginning, middle, end Procedures must identify which students are: proficient in the target skill, developing the target skill, and deficient in the target skill. Basic question to be answered: Should student be judged at risk?

24 Tier I Universal Screening Criteria Efficient – brief, accurate, inexpensive Generally administered individually Multiple probes Clearly defined procedures for administering and scoring Broad Index – measures the Big Ideas School-wide Valid and Reliable

25 Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

26 Progress Monitoring Criteria Measures rate of growth toward an observable, measurable, and targeted goal Measures small increments of growth Has multiple forms

27 Progress Monitoring Criteria (Continued) Is efficient Is individually administered Is graphed and viewed regularly Is comparable across students

28 Grade-Level Progress Monitoring Criteria Kindergarten – letter recognition, phonemic awareness, alphabetic principle First Grade –alphabetic principle, oral reading fluency Second Grade – alphabetic principle, oral reading fluency Third Grade – oral reading fluency

29 Trend line or Aim line?



32 Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

33 Diagnostic Information –Knowledge about a childs skills and abilities that is useful in planning instruction –Can be derived from student work, teacher observations, or other tests, as well as diagnostic tests

34 Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

35 Outcome Assessment Outcome assessments are important because they give school leaders and teachers feedback about the overall effectiveness of their curriculum.

36 Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

37 Tier II Weekly Progress Monitoring Diagnostic assessments may need to be considered.

38 Tier II Diagnostic Assessments Provide in-depth, reliable assessment of component skills Are relatively lengthy Are given when there is a clear expectation that it will provide new, reliable information about a childs difficulties to inform more powerful instruction

39 Tier III Progress Monitoring Diagnostic Testing

40 A Comprehensive Plan Universal Screening Progress Monitoring Diagnostic Information and Assessments Outcome Assessment Data Management System

41 Taking Stock

42 Math

43 Transforming Our Vision of How to Increase the Mathematics Proficiency of All Our Children

44 Effective Math Assessment Tools How do the characteristics of mathematical proficiency shape the design of effective screening and progress monitoring tools? What are the elements of effective math assessment?


46 Mathematical Reasoning Proficiency Adaptive reasoning (Reasoning) –capacity for logical thought, reflection, explanation, and justification. Analyze Compare/Contrast Make an Inference Evaluate Classify * In order to access reasoning the item must be novel

47 Pilots for Progress Monitoring Americas Choice mCLASS:Math Keymath3

48 Effective Mathematics Assessment Although there is a purpose for assessments that compare the mathematical skills of a student or group of students to others in the district, state, nation, or world, these assessments are not created to facilitate an individual students learning.

49 Working Inside the Black Box: Assessment for Learning in the Classroom A follow up study to the original article by William and Black

50 Effective use of formative assessment has shown a direct correlation to student learning and include the following characteristics: The learning targets are shared clearly with students from the beginning of the learning Classroom assessments accurately measure achievement of the important learning targets Students are given continuous, descriptive feedback that includes evidence about what they currently do understand and what they still need to work on Students are involved in the assessment, record keeping, and communication of learning Students understand how to close the gap between the goal and where they currently are (Black & William, 1988;Stiggins in DuFour et al., 2005)

51 Can a Universal Screening Tool be formative in design yet still set benchmarks that help to identify students in need of intervention?

52 Vision for the Future Statewide Universal Screening Tool with Embedded Formative Assessments Identifies and Informs Suggests Interventions Continuous Fine Tuning of our Collective Knowledge

53 Identify the Focal Points for each Grade Student Work Samples with Suggested Interventions Unpacking of embedded Assessments to create Universal Screening Tool Selection of embedded Assessment Tasks Benchmarks of Student Understanding And Mathematical Proficiency Initial Data Collection: Curriculum Based Formative Assessment Tasks Teacher Involvement Identification of students below Benchmarks

54 Vision for the Future Phase One Current Assessment Practice DataCurrent Assessment Practice Data –Quarterly Assessments –Transfer Tasks Lead Teacher TeamsLead Teacher Teams –Grade Level Representation (Initial Focus Grade K-5) –Nomination Process –Begin identification of key tasks and student work data State/District SupportState/District Support

55 Early Childhood

56 Early Childhood Assessment and Progress Monitoring Verna Thompson

57 What happens at Tier 1 ALL young children have access to: Evidence-based curriculum for ALL areas of development Effective teaching strategies & learning opportunities for ALL children Universal probing of key skills in ALL areas Assessing acquisition of key skills in ALL areas Aligned to :

58 What Happens at Tier 1 Results of progress monitoring of development show: Most children are making progress –Curriculum planning is effective –Learning opportunities are meaningful Most children are not making sufficient progress –Modification of teaching strategies for whole class Some children are not making sufficient progress –Early intervening for individual children

59 Recognition and Response Guidelines for Progress Monitoring and Probing Where: In a variety of natural settings & routines Who: By Informed caregivers (teachers, parents, teams) What: Collection of multi-sources of data in ALL areas Curriculum based assessment aligned with Early Learning Foundations Observations Parent Information Work Samples Checklists When: Ongoing assessment of skills in ALL areas Periodic Probing of ALL Key Skills Ideally same tool is used for Monitoring and Probing Results inform curriculum, teaching strategies, planned learning opportunities for children

60 Guidelines for Selecting Authentic Assessment Tools Authentic Assessment measures should have the following characteristics : Curriculum-based Designed to be used multiple times Easy to score Sensitive to individual differences Provide information on both level and rate of growth in key areas of learning Related to long term learning goals in curriculum Aligned to Delaware Early Learning Foundations Ideally, single measure should be used for authentic assessment and probing for key skills

61 Authentic Assessment Tools for early Childhood Curriculum-based tools –(aligned to Early Learning Foundations) –Creative Curriculum Developmental Assessment –High Scope COR –Carolina Curriculum Checklists linked to Early Learning Foundations –(Collected from multi-sources of information) –RORS –Work Sampling –Developmental Checklist Birth to Five

62 Early Childhood in Delaware Head Start and Early Childhood Assistance Programs use authentic assessment Early Learning Foundations being revised –Will include format for assessing children Child Care Licensing Regulations revised –Centers required to assess children –Training on authentic assessment is in planning ABCD Grant – Public Health –Screening initiative

63 ABCD Grant Assuring Better Child Health and Development Collaboration with Medicaid, DPH, DE-AAP, Autism Society of DE Developmental Screening for all children at well-visits with a standardized screening tool –Ages & Stages, PEDS –9 mos, 12 mos, 18 mos, 24 mos, 36 mos Being piloted in two community practices in DE Will be replicated statewide with Medicaid policy Plans include training early childhood providers Effort by the National Association of State Heath Policy

64 Recognition and Response Pilot Pilot States presently implementing R&R: Connecticut Arizona Maryland Florida

65 What Can Delaware School Districts Do Now? Advocate for QUALITY Early Childhood programs Develop RELATIONSHIPS with families and programs in community Develop PARTNERSHIPS with community programs –Communicate with programs in community –Suggest checklists aligned to Early Learning Foundations –Provide training on using assessment checklists Use AUTHENTIC ASSESSMENT to monitor childrens progress NOT responsible for screening all children from birth in community

66 Using Recognition and Response in Kindergarten Kindergarten Screening: Consider Pre Kindergarten experiences –Child was in an environment that provided opportunities –Kindergarten is the first learning opportunity Analyze screening results

67 Activity At your table: 1.Select one area of learning from Delaware Early Learning Foundations 2. Observe children in video clip 3. Document learning opportunities you observed in that area of learning 4. Discuss what you observed with the group

68 Behavior

69 RTI and Behavior/ Mental Health Do we have to do RTI for behavior and social-emotional issues??? No! Does it make any sense to do RTI for behavior and social emotional issues? Yes!

70 RTI and Behavior/ Mental Health Are we already doing RTI for behavior and social emotional issues? Quite Possibly!

71 RTI and Behavior/Mental Health Tier 1: –Schoolwide teaching of behavioral expectations and social emotional competencies –Using schoolwide data to identify and address problems

72 Universal Screening and Behavior/ Mental Health What is already happening? –Monitoring office discipline referrals –Teacher referral to school-based problem solving team

73 Universal Screening and Behavior/ Mental Health Are we ready to increase our attention to universal screening for behavior and social emotional issues? Maybe!

74 Universal Screening and Behavior/ Mental Health Purpose: to identify youth who have high risk for developing behavioral or mental health problems Conducted on a schoolwide basis Typically involves several levels of assessment to avoid over- or under- identification of students

75 Universal Screening and Behavior/ Mental Health Multiple Gating Procedures –Gate 1: teacher nomination procedure –Gate 2: teacher rating scale procedure –Gate 3: observation and/or more detailed rating scales Identification of students most at-risk Intervention Planning

76 Universal Screening and Behavior/ Mental Health Self-report procedures –Gate 1: schoolwide screening –Gate 2: follow up interview –Gate 3: diagnostic interview

77 Universal Screening and Behavior/ Mental Health What does progress monitoring look like? –The same for academic progress –More individualized around specific behavioral or social-emotional concerns

78 Daily Report Cards Tools for progress monitoring: php/tbrc/tbrc.php

79 Universal Screening and Behavior/ Mental Health Read more about it….

80 Some Options….. Data Management Systems

81 DATA MANAGEMENT FREEWARE RTI: Graph Data for Visual Analysis -Charts and graphs transform progress-monitoring data into visual displays. -Time-series graphs in particular are widely used -A positive trend-line demonstrates when the student is responding well to intervention. I. Excel Graphs Made Easy -Download pre-formatted Excel spreadsheets -Enter data and create time-series graphs for common academic measures -Designed by Dr. Jim McDougal and student colleagues Karrie Clark and Jacklyn Wilson from SUNY College at Oswego. II. Generate Time-Series Graphs On-Line -Enter your student data into the on-line application ChartDog -Create time-series graphs -Plot trend lines III. Paper Charts -Chart your data by hand -Collection of blank time-series charts that you can download and print

82 DATA MANAGEMENT COMMERCIAL Existing Grading Program & Excel Software Web based Handheld Qualitative Data Examples: (demos) (archived web casts)

83 Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

84 A Look at the Real World…… Implementation of a Comprehensive Data Plan Presented by Capital School District Pam Hererra Colleen Rinker Michele Waite

85 A Comprehensive Framework for Reading Instruction Comprehensive Assessment System HEAD Making informed decisions based on data Literacy Support Team (LST) Instructional Support Team (IST) Whole Body is Tier 1 instruction High quality, effective instruction for all students Grade Level Meetings Grade Level Planning Clothes are Tiers 2 and 3 interventions and they change based on needs

86 Comprehensive Assessment Matrix for Reading Organization of the assessment system Purposes for assessments Timelines for assessments and schedules Using an Assessment Team Importance of professional development related to administering assessments Role of district in implementation

87 School Level Implementation Literacy Support Team Meetings and connections to IST Use of assessment data Model Lessons Follow up with teachers Data notebook for principal Importance of principal involvement at all levels

88 Implementation at the School Level Data notebooks for each teacher Additional assessments and purposes Diagnostic assessments (chart) Infrastructure necessary Grade level meetings and planning based on data Professional Development

89 Your Role Before and After the RTI Initiative Topics to Consider DE RTI Regulations Schedules Professional Development Accountability Materials & Resources Data Collection & Review

90 Taking Stock

91 Conclusions and Evaluations

92 Vendors

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